| Summary: | 碩士 === 國立中央大學 === 網路學習科技研究所 === 104 === The era of globalization, technology support education is universal. With materials applied between peer learning interactions, there have most diversify communication mode in each other, so as to shorten the distance between people and people, in this age the significance of second language acquisition has been increased. In Taiwan, students started to learn English in school since they were in the third grade, and the most of research were focus on the effect of foreign language learning environment, but less research focus on the learning collaborate ability in learning process. Therefore, this study wants to explore the elementary school students through self and peer assessment into the web 2.0 English collaborative learning environment, to realize the students collaborate awareness, learning how to collaborate with peer, thereby improving the collaborative status, and this research also explore the effect of Flow and the motivation in English learning task.
The participants from Taiwan 21 elementary school third grade, English as a second language students, for almost 7 months learning activity. This research has content experiment group and control group. The analysis between two group find that the beginning of student’s collaborative assessment was not well after applying the self and peer assessment activity, but with the long-term activity, the student’s collaborative status was improved and the assessment gradually increase, indicate that self and peer assessment can assist student’s collaborative awareness increase to improve the collaborative status. The research find that student’s Flow states was affected in the initial stage after applying the self and peer assessment, and with the long-term activity, the student’s Flow states was stable recovery. And find the Student’s Motivation was affected after applying the self and peer assessment, the Intrinsic goal orientation, Extrinsic goal orientation and Task value part of motivation were not distinct variety, indicate that the student’s motivation in learning process must be consider after applying self and peer assessment in the Web 2.0 English collaborative learning environment.
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